Learning Strategies in Engineering Mathematics: by Birgit Griese

By Birgit Griese

Birgit Griese provides MP2-Math/Plus, a aid venture for first-year scholars in engineering at Ruhr-Universität Bochum that goals at fighting pointless drop-out. Conceptualisation and improvement of the venture stick with a layout learn technique in accordance with Gravemeijer, Cobb, and van den Akker. The interventions specialise in studying options that are accumulated in a pre-post layout by using the record questionnaire via Wild and Schiefele. those and different information are utilised for the assessment of MP2-Math/Plus. the implications be certain the diversifications of the undertaking systems in successive cycles, rigidity the significance of attempt and motivation, and check the luck of the venture.

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Students in their first year at university are on the one hand experienced pupils, they have passed trough more than a dozen years of mathematics instruction at school. On the other hand, they have hardly any experience in certain areas of mathematics – and thereby, certain beliefs about mathematics might be limited. Goldin (2002) gives an overview to illustrate the width of types of mathematical beliefs. 1 Transition to Tertiary Education in Mathematics 33 – Specific beliefs, including misconceptions, about mathematical facts, rules, equations, theorems, etc.

Like all theories on mathematical learning, it draws on stimulating exercises and the discussion of their solutions, thus stressing the importance of the teaching concept behind a university course and the design of its central tasks. 3. All these features refer to putting a theory in use in order to understand and improve teaching and learning processes. It has to be admitted, though, that this point of view is no exception: Most theorists develop an theory with the aim of predicting future outcomes, of explaining phenomena, or of helping to organise thinking and communication.

10 Here Gueudet refers to the practise of promoting only one technique to solve narrow types of tasks. , 1998) suggest various measures to counter the difficulties observed, among them a contact desk where students can get answers for their mathematical questions. 1 Transition to Tertiary Education in Mathematics 29 Social aspects As stated above, interaction is the key to building mathematical constructs; and interaction can only take place in a social context. Although the interaction between the teacher / instructor and the learner is the focus of various educational research, from the sheer quantity, there is much more interaction between individual learners – particularly at the university level, where the ratio between lecturer and students is much smaller than between teacher and pupils in a school environment.

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